The pedagogical oversight consists of defining general norms and guidelines of a pedagogical nature for pre-school education, applicable to all kindergartens in the National Network, and is the responsibility of the Minister of Education. Pedagogical and curricular guidelines are the exclusive responsibility of the Ministry of Education, Science and Innovation, therefore the requirement for documents related to curriculum development by other entities has no legal basis (e.g., individual development plan, individual reception plan, daily behavior record).

The control, auditing, and oversight of the functioning of the education system are ensured by the General Inspectorate of Education and Science (IGEC).

Legal basis : Law No. 5/97, of February 10; Decree-Law No. 147/97, of June 11; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

Technical supervision consists of monitoring and evaluating the operation and organization of preschool education establishments, and is the joint responsibility of the Minister of Education, Science and Innovation and the Minister of Labour, Solidarity and Social Security.

Legal basis : Law No. 5/97, of February 10; Decree-Law No. 147/97, of June 11.

The national preschool education network consists of the public network (kindergartens in school clusters) and the private network, both for-profit and non-profit (private and cooperative educational establishments, in the first case, and, in the second, private social solidarity institutions – IPSS, Misericórdias and Mutualidades, among others). In any of the networks, the following components are ensured for children and families: teaching, which comprises 5 hours a day; recreational activities and family support.

Legal basis : Law No. 5/97, of February 10; Decree-Law No. 147/97, of June 11; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

The teaching component corresponds to 5 hours of daily pedagogical work, intentional, planned and evaluated, developed by an early childhood educator.

It is the educator's responsibility to promote development, learning, and well-being; to build and manage the curriculum, creating opportunities for meaningful and holistic learning, planned and evaluated with the participation of children; and to involve educational teams, families, and the community in the educational process.

Legal basis : Law No. 5/97, of February 10; Decree-Law No. 147/97, of June 11; Decree-Law No. 79/2014, of May 14; Order No. 9180/2016, of July 19 – Curricular Guidelines for Pre-School Education ; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

Yes. In situations of collaborative work with other professionals, the activities and projects to be developed respect the following characteristics: they are integrated into the group's curricular project; they are planned, developed, and evaluated jointly; they integrate the group's dynamics; they guarantee the holistic character of preschool education, from a globalizing and integrative perspective of the different curricular areas and domains; and they are free of charge, intended for all children in the group. The teaching component in preschool education is developed in a single-teacher system, in which all curricular areas and domains are the responsibility of the early childhood educator during the teaching component (5 hours per day).

Legal basis : Order No. 9180/2016, of July 19 – Curriculum Guidelines for Pre-School Education ; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

The operating hours should include two periods: one for the teaching component (5 hours per day) and another for recreational activities and family support.
The schedule must be explicitly stated in the internal regulations of the school group/establishment, distinguishing between teaching hours and activities for recreation and family support. This information must be provided at the time of enrollment (or renewal) and confirmed at the beginning of the school year. In the public school system, establishments must remain open until at least 5:30 PM for a minimum of 8 hours per day.

Legal basis : Law No. 5/97, of February 10; Decree-Law No. 147/97, of June 11; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

Yes. All children attending preschool education, in the public or private system (for-profit or non-profit), are entitled to 5 hours of instruction per day, under the responsibility of the preschool teacher.

Legal basis : Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

The 5 teaching hours are distributed between the morning and afternoon, with a lunch break. The break cannot be less than 1 hour in establishments with a cafeteria and 1 hour and 30 minutes in the others.

Legal basis : Regulatory Order No. 10 A/2018, of June 19; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

Yes. Recognizing the importance of the first years of children's lives, the Ministry of Education, Science, Technology and Innovation (MECI) and the Ministry of Labour, Solidarity and Social Security (MTSSS) have been working together to invest in the quality of early childhood education (0-6 years), as a right of the child and the family, but also as a decisive factor for the equity and quality of life of children. The first Pedagogical Guidelines for Daycare (0-3 years) were published in March 2024 and approved by both Ministries, and are available online.

Legal basis : Pedagogical Guidelines for Daycare Centers ; Decree-Law No. 105/2025, of September 12.

The Pedagogical Guidelines for Daycare Centers (OPC) are the document that guides the pedagogical action of early childhood educators working in daycare centers, in dialogue with educational teams, leaders, families, various professionals, and political actors whose integrated action provides quality education and care for children up to three years of age.
The OPCs are based on the Foundations and Principles of Pedagogy for Early Childhood advocated in the OCEPE, reinforcing the unity and sequence of early childhood education, serving as a common basis for pedagogical action in daycare and preschool education.

Legal basis : Pedagogical Guidelines for Daycare ; Decree-Law No. 105/2025, of September 12; Order No. 9180/2016, of July 19 – Curricular Guidelines for Preschool Education .

Yes. In preschool education, there are the Curriculum Guidelines for Preschool Education (OCEPE), which are the legal document for the construction and management of the curriculum, the responsibility of the early childhood educator.
At OCEPE, the curriculum is understood as the set of interactions, experiences, activities, routines, and planned and unplanned events that occur in an inclusive educational environment, organized to promote the well-being, development, and learning of children.

Legal basis : Order No. 9180/2016, of July 19 – Curriculum Guidelines for Pre-School Education ; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

Yes. The Curriculum Guidelines for Preschool Education are mandatory for the National Preschool Education Network (both public and private).

Legal basis : Order No. 9180/2016, of July 19 – Curriculum Guidelines for Pre-School Education ; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

No. According to the Educational Foundations and Principles of the Curriculum Guidelines for Preschool Education (OCEPE), children's learning and development occur holistically, with cognitive, social, cultural, physical, and emotional dimensions interconnecting and working together. Therefore, the learning objectives promoted in the OCEPE are not defined by age (3, 4, and 5 years), as it is understood that children's learning depends on various factors, not just their age, such as their personal characteristics, abilities, interests, cultural and family environment, and lived learning experiences.

Legal basis : Order No. 9180/2016, of July 19 – Curriculum Guidelines for Pre-School Education ; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

No. As the Curriculum Guidelines for Preschool Education state, content areas are fields of knowledge with their own structure and sociocultural relevance, encompassing different types of learning—not only knowledge but also attitudes, dispositions, and know-how. Content areas are based on the foundations and principles common to all early childhood pedagogy, presupposing development and learning as inseparable aspects of the educational process and an articulated construction of knowledge in which the different areas will be addressed in an integrated and holistic way. They constitute a reference to support observation, planning, and evaluation, and the different areas should be addressed in an integrated and holistic manner.

Legal basis : Order No. 9180/2016, of July 19 – Curriculum Guidelines for Pre-School Education ; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

Playing is very important, being a natural activity initiated by children that reveals their holistic way of learning. However, it is necessary to differentiate a reductive view of play, as a way for the child to be occupied or entertained, from a perspective of play as a rich and stimulating activity that promotes development and learning and is characterized by the child's high level of involvement, demonstrated through signs such as pleasure, concentration, persistence, and commitment.

Legal basis : Order No. 9180/2016, of July 19 – Curricular Guidelines for Pre-School Education ; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education ; Pedagogical Guidelines for Daycare Centers ; Decree-Law No. 105/2025, of September 12.

The group curriculum project (PCG) is linked to the educational project of the school/group of schools and consists of a proposal to guide educational action, developed each year by the early childhood educator. In constructing the PCG, the educator takes into account their pedagogical intentions, the group of children, and their family and social context, anticipating the most appropriate strategies to support the development and promote the learning of all children, including the participation of parents/families and the explicit description of the assessment processes and instruments to be used. The management of the PCG should be flexible, adapting to the periodic assessments that are carried out throughout the year.

Legal basis : Order No. 9180/2016, of July 19 – Curriculum Guidelines for Pre-School Education ; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

Learning projects start from the curiosity or interest of one or more children who, with the support of the educator, plan what they will do and how they will carry out the planned processes and actions, synthesize what they have learned, and communicate this learning to others. They are privileged means of children's participation in planning and evaluation and of articulating content.

Legal basis : Order No. 9180/2016, of July 19 – Curriculum Guidelines for Pre-School Education ; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

Yes. The participation of parents and guardians in the operation of daycare centers and kindergartens is guaranteed by law, through elected/appointed representatives or by parent associations, in the bodies and structures of the establishment/group.

Legal basis : Law No. 5/97, of February 10; Decree-Law No. 147/97, of June 11; Ministerial Order No. 262/2011, of August 31, in its current wording; Decree-Law No. 75/2008, of April 22, in its current wording; Order No. 9180/2016, of July 19 – Curricular Guidelines for Pre-School Education ; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

Parents/families, as the primary caregivers responsible for their children's education, have the right to participate in the development of their educational journey, not only by being informed about what is happening in the daycare or kindergarten, but also by having the opportunity to contribute to enriching the planning and evaluation of educational practice. Frequent and inclusive communication between the educational team and parents/families includes diversifying the media and formats, as well as languages (in addition to Portuguese) and forms of expression (e.g., writing, images) in order to facilitate communication between everyone.

Legal basis : Law No. 5/97, of February 10; Decree-Law No. 147/97, of June 11; Ministerial Order No. 262/2011, of August 31, in its current wording; Order No. 9180/2016, of July 19 – Curricular Guidelines for Pre-School Education ; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education ; Pedagogical Guidelines for Daycare Centers ; Decree-Law No. 105/2025, of September 12.

No. The recreational and family support activities are intended to ensure the supervision of children before and after the school term, during lunch/rest periods, and during school breaks. Their provision is mandatory.

Legal basis : Law No. 5/97, of February 10; Decree-Law No. 147/97, of June 11; Ministerial Order No. 644 A/2015, of August 24; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

The activities offered to provide support and encourage a better balance between work and family life. Children should only stay at school beyond the 5 school hours when families have no other option, as 5 hours is considered the appropriate timeframe from a pedagogical standpoint.

Legal basis : Law No. 5/97, of February 10; Decree-Law No. 147/97, of June 11; Ministerial Order No. 644 A/2015, of August 24; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

Yes. Recreational and family support activities are co-financed by the State, with the respective amounts established by Cooperation Agreements signed with Municipal Councils, Private Social Solidarity Institutions (IPSS), Misericórdias (charitable institutions), and Mutual Societies. The family contribution is determined proportionally to the household income and based on per capita income brackets indexed to the minimum monthly wage. The rules regarding parental contributions are regulated.

Legal basis : Law No. 5/97, of February 10; Decree-Law No. 147/97, of June 11; Joint Order No. 300/97, of September 4; Ministerial Order No. 644 A/2015, of August 24; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

The responsibility for implementing these activities lies with the Municipalities, Parents' Associations, Private Social Solidarity Institutions, or other entities that promote this type of social response, within the framework of the cooperation protocols signed between the Ministry of Education, Science and Innovation and the Ministry of Labour, Solidarity and Social Security and the National Association of Portuguese Municipalities, the Union of Private Social Solidarity Institutions, the Union of Portuguese Misericórdias, and the Union of Portuguese Mutualities. Within the scope of these cooperation protocols, the competent bodies of school clusters and pedagogical directorates are responsible for planning the activities of animation and support for families, taking into account the needs of children and families.
It is the responsibility of the early childhood educator to ensure pedagogical supervision, which includes the planning, monitoring, and evaluation of activities, through meetings with the respective facilitators, as well as meetings with parents/guardians, in order to guarantee the quality of the activities carried out.

Legal basis : Law No. 5/97, of February 10; Decree-Law No. 147/97, of June 11; Joint Order No. 300/97, of September 4; Ministerial Order No. 644 A/2015, of August 24; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

Yes. If it is identified that children need to rest after lunch, regardless of their age or the group they are in, this should be considered by the kindergarten as part of its family support program. If this situation arises, the safety, hygiene, and physical conditions of the area where the children will rest must be taken into account, as well as the need to allocate staff to supervise them.
Given that children have different sleep needs that must be respected and that these needs are related not only to the characteristics of the children but also to the schedules and routines of their family context, it is considered that it does not make sense to have a single standard for all situations.

Legal basis : Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

In forming groups, pedagogical criteria defined in the educational project and internal regulations of the establishments should prevail. Considering that interaction between children at different stages of development and with diverse knowledge facilitates development and learning, the decision regarding age composition should also correspond to a pedagogical choice. The existence of groups with children of different ages accentuates diversity and enriches interactions within the group, providing multiple learning opportunities among children.

Legal basis : Regulatory Order No. 10 A/2018, of June 19; Order No. 9180/2016, of July 19 – Curricular Guidelines for Pre-School Education ; Circular Letter No. 32985/2024/DGE-DSDC-DEPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .

In kindergarten, groups consist of a minimum of 20 and a maximum of 25 children. Groups may consist of a minimum of 20 children whenever a technical-pedagogical report identifies the need for a smaller number of children as a support measure for learning and inclusion, provided that no more than two children are included under these conditions.

Legal basis : Decree-Law No. 147/97, of June 11; Regulatory Order No. 10 A/2018, of June 19.

In public preschool education, the ratio of operational assistants is 1 assistant for each group of children regularly formed in the classroom, who must accompany the group during the daily teaching component.

Legal basis : Decree No. 272 A/2017, of September 13; Circular Letter No. 32985/2024/DGE-DSDC-EPEB, of July 30 – Organization and operation of kindergartens in the national network and curriculum development in pre-school education .